Evidence-based metacognitive interventions for the Reading Compre-hension Disorders. The role of the Reflective Thinking

Journal title EDUCATIONAL REFLECTIVE PRACTICES
Author/s Saverio Fontani
Publishing Year 2019 Issue 2018/2
Language Italian Pages 14 P. 156-169 File size 206 KB
DOI 10.3280/ERP2018-002011
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

The reading comprehension disorders represent one of the main factors responsible for failure at school. Their high incidence in the school population imposes the re-search of effective educational interventions for the answer to educational needs of students with reading comprehension deficits. The reflective thinking plays a signif-icant role in the metacognitive processes, which, in turn, results strongly related to the development of the reading comprehension. In this paper, the role of the reflec-tive thinking in the more effective metacognitive strategies is presented, and his implications for the educational intervention are discussed.

  1. APA, American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders – DSM 5. Washington: APA.
  2. Cornoldi C., Mammarella I.C., & Goldenring J. (2016). Nonverbal Learning Disa-bilities. New York, NY: Guilford Press.
  3. Cottini L., Morganti A. (2015). Evidence Based Education e Pedagogia Speciale. Roma: Carocci.
  4. De Boer H., Donker-Bergstra A. S., & Konstons D. D. (2013). Effective strategies for self-regulated learning: A meta-analysis. Groningen: Gronings Instituut voor Onderzoek van Onderwijs, Rijksuniversiteit.
  5. Dewey J. (1910). How we think. Boston: Heath (trad.it. Come pensiamo. Una riformulazione del rapporto fra il pensiero riflessivo e l’educazione. Firenze: La Nuova Italia, 1961).
  6. Dewey J. (1933). How we think: a restatement of the relation of reflective thinking to the educative process. Boston: Houghton Mifflin.
  7. Dignath C., & Büttner G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3: 231-264.
  8. Flavell J. (1979). Metacognition and cognitive monitoring: a new area of cognitive-developmental inquiry. American Psychologist, 34(10): 906-911.
  9. Flavell J. (1985). Cognitive development. Englewood Cliffs: Prentice-Hall.
  10. Garner R. (1987). Metacognition and reading comprehension. Norwood: Ablex.
  11. Habermas J. (1981). Theorie des kommunikativen Handelns. Frankfurt a. Main. (Trad. it. Teoria dell’agire comunicativo. Bologna: il Mulino, 1986).
  12. Hattie J. (2009). Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London-New York, NY: Routledge.
  13. Huff J.D., & Nietfeld J. L. (2009). Using strategy instruction and confidence judgments to improve metacognitive monitoring. Metacognition and Learning, 4: 161-176.
  14. Kelly G. (1963). A Theory of Personality. The Psychology of Personal Constructs. New York: Norton.
  15. Kuhn D., & Dean D. (2004). A bridge between cognitive psychology and educational practice. Theory into Practice, 43(4): 268-273.
  16. ISS- Istituto Superiore della Sanità (2011). Sistema Nazionale Linee Guida. Consensus Conference Disturbi Specifici dell’Apprendimento.
  17. Judge S. & Bell S. M. (2011). Reading achievement trajectories for students with learning disabilities during the elementary years. Reading and Writing Quarterly, 27: 153-178. DOI: 10.1080/10573569.2011.532722.
  18. Locascio G., Mahone E. M., Eason S.H., & Cutting L.E. (2010). Executive dysfunction among children with reading comprehension deficits. Journal of Learning Disabilities, 43(5): 441-454. DOI: 10.1177/0022219409355476
  19. Martinez M.E. (2006). What is metacognition? Phi Delta Kappan, 3: 696-699. DOI: 10.1177/003172170608700916
  20. Miller A.C., Davis N., Gilbert J.K., Cho S.J., Toste J.R., Street J., & Cutting L.E. (2014). Novel approaches to examine passage, student, and question effects on reading comprehension. Learning Disabilities Research & Practice, 29(1): 25-35.
  21. Paris S.G., & Winograd P. (1990). Promoting metacognition and motivation of exceptional children. Remedial and Special Education, 11(6): 7-15.
  22. Schön D.A. (1983). The Reflective Practitioner: How professionals think in action. London: Smith. (Trad. it. Il professionista riflessivo. Bari: Dedalo, 1993).
  23. Spencer M., Quinn J., & Wagner R.K. (2014). Specific reading comprehension disability: major problem, myth, or misnomer? Learning Disabilities Research and Practices, 29: 3-9.
  24. Swanson E., & Vaughn S. (2010). An observation study of reading instruction provided to elementary students with learning disabilities in the resource room. Psychology in the Schools, 47: 481-492.
  25. Vaughn S., & Fletcher J.M. (2012). Response to intervention with secondary students with reading difficulties. Journal of Learning Disabilities, 45: 241-245. DOI: 10.1177/0022219412442157
  26. Vaughn S., & Wanzek J. (2014). Intensive interventions in reading for students with reading disabilities: meaningful impacts. Learning Disabilities Research and Practices, 29: 46-53.
  27. Wanzek J., Vaughn S., Scammacca N., Metz K., Murray C., Roberts G. & Danielson L. (2013). Extensive reading interventions for older struggling readers: Implications from research. Review of Educational Research, 83: 163-195. DOI: 10.3102/0034654313477212
  28. Whitebread D., Coltman P., Pasternak D.P., Sangster C., Grau V., Bingham S., Demetriou . (2009). The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognition and Learning, 4(1): 63-85.

Saverio Fontani, Interventi metacognitivi evidence-based per i Disturbi della Comprensione Testuale. Il ruolo del pensiero riflessivo in "EDUCATIONAL REFLECTIVE PRACTICES" 2/2018, pp 156-169, DOI: 10.3280/ERP2018-002011